2020年高考英语终极冲刺卷
全国卷（三）
1. Your creativity and ideas can help other teachers. Submit your art lesson plan or activity today. Don’t forget to include additional resource documents or a photo.
Wet Chalk Painting Grades: K -4th
Lesson Plan Objectives: Development of fine motor skills(协调性)and creatively expressing the child’s ideas and thoughts by a new medium.
Materials Needed : Colored chalk, water, drawing paper, sponge, and newspapers. Lesson Procedure: Dip the colored chalk into water and draw on the paper. Another way is to put the drawing paper on newspapers, dampen it with a wet sponge, and then draw.
Submitted by: Jack
Sidewalk Drawing Grades: K -5th
Lesson Plan Objectives : Development of the creative process by doing artistic drawings in a new way and development of fine and gross motor skills(全身协调性).
Materials Needed : Sidewalk or outdoor chalk and lots of sidewalk.
Lesson Procedure : Give the children the chalk and let them draw whatever they choose on the sidewalk. You may also consider using this in teaching some other lessons(i. e. science).
Submitted by: Peter
Rose 一Colored Lorgnette Grades: Any
Materials Needed: Half an egg carton(包装盒),scissors, glue, colored paper, scotch tape(通明胶带),and a seven inch stick.
Lesson Plan Objectives: Child will construct an object that allows them to view the world in a variety of colors and will learn why certain objects in their colored environment look the way they do when certain colors are mixed.
Lesson Plan Procedure : Cut windows in the bumps of half an egg carton. Glue circles of colored cellophane over the windows with rubber cement. Tape on a stick for a holder.
Submitted by: Jennifer
1.Which art lesson plan is presented by Jennifer? A.Wet Chalk Painting.
B.Sidewalk Drawing.
C.Rose - Colored Lorgnette. D.Rainbow Fan.
2.What common material does Wet Chalk Painting and Sidewalk Drawing require? A.Scissors.
B.Chalk.
C.Stick.
D.Sponge.
3.Rose - Colored Lorgnette is aimed at___________ . A.encouraging the child to paint at will C.expressing the child’s ideas and thoughts
B.developing the child’s motor skills D.bettering the child’s understanding of colors
2. I held my breath, trying not to sigh out loud. My seventeen-year-old son Arthur and I were leaving a holiday work function and there was plenty of leftover food that the organizers were trying to give away. Immediately Arthur honed in on a large dish of tiramisu that no one else wanted. It was enough dessert for four people, and Arthur’s doctor had warned us about watching his sugar intake.
“Please, Gwen? Please?”
It had been a long day, and even though Arthur tends to get exhausted by social situations that are not part of his regular routine, he accompanied me to the dinner and charmingly chatted with my colleagues until it was time to go home. The tiramisu, I reasoned, was his reward. As we left the restaurant, Arthur stopped next to our car to look at something.
Standing about five feet away was a gentleman with his worn jacket, stomping his feet and rubbing his hands together in an attempt to ward off the cold. Every few seconds he smiled and tried to speak to the people who were walking by without paying him any attention. At that moment, the gentleman spotted my son watching him. “Hey man, do you happen to have any spare change?”
Arthur checked his empty pockets and then looked at me briefly. I shook my head. Arthur frowned and then he said something that took my breath away.
\like...”
I blinked back tears as I watched the man’s smile broaden even more in appreciation because I knew his joy wasn’t about tiramisu. My son didn’t just give the food and walk away. He engaged the man in conversation, perhaps the first one this gentleman had all day. He treated the man as a person, with respect. The smile on the man's face told me this was the real reason for his happiness.
People with autism definitely have feelings and emotions. Autistics can and most definitely are empathetic to others’ feelings even if they don’t know how to express it. Being kind doesn’t have to be difficult or complex.
1.We can infer that Arthur begged his mom to allow him _______. A.to give away the leftover food C.to chat with her colleagues 2.What made Arthur frown?
A.The writer didn't have any spare change. C.He felt cold walking past the parking lot.
B.The man asked him for his tiramisu. D.Nobody paid him any attention. B.to attend a holiday work function D.to eat a big tiramisu
3.According to the writer, the gentleman was happy because __________. A.he got something delicious to eat C.he had something to talk with Arthur 4.What lesson did the writer learn from Arthur?
A.People with autism value logic over emotion. B.Autistic people feel painful easily. C.People with autism have feelings.
D.Kindness has to be complex. B.he was treated with respect by Arthur D.he got some spare change from Arthur
3. On November 10, nine mini cheetah robots, built by researchers at the MIT, controlled by their human creators, showed their superior athletic abilities. The four-legged machines began with a warm-up run across the field. They then took turns playing with a soccer ball. As often happens in games, a couple of the team members got into a fight and pushed each other until both fell onto their backs. Fortunately, they made up and ended their performance with a perfect backflip(后滚翻), one that would make even a world-class gymnast proud!
Though these robots resemble their predecessors, the Cheetah 3, they are much lighter, weighing just 20 pounds. And they can bend and swing their legs wide, giving them the ability to walk either right-side-up or upside down. They can also walk at about twice the speed of an average person's walking pace. The machines can also quickly right themselves if kicked to the ground and perform 360-degree backflips from a standing position.
Unlike the Cheetah 3, the mini robots are built using cheap, easy to find parts. This means that if a leg or motor breaks, it can be easily replaced using off-shelf parts. \something in Cheetah 3, you have to do a ton of redesign,\
The team, which has ten of the four-legged machines, plans to build additional units and lend them to other university robotic labs. He believes this will enable other engineers to teach the robots different skills. \obstacle(障碍) course, where each team controls a mini cheetah with different methods, and we can see which method is more effective,\
The MIT team's reason for developing the robots is not just for entertainment. They hope that someday packs of \natural disasters and work alongside firefighters. 1. What is mainly talked about in paragraph 1? A. A fierce match between mini robots. C. Assessment of mini robots' new functions. athletes.
2. What can mini cheetah robots do? A. They can walk on their heads. C. They can backflip even when lying.
B. They can correct their mistakes. D. They can play soccer ball with humans. B. Mini robots' soccer and gymnastic skills. D. Similarities between robots and human
3. How do the mini robots differ from the Cheetah 3? A. Their cost is lower. C. Their appearance is changed.
B. They can run twice faster.
D. They're better received by customers.
4. Why does Katz want to have a robotic clog race? A. To entertain people. C. To teach robots different skills.
B. To promote robotic research. D. To select robots for rescue work.
4. A recent troubling study showed that \more broadly than the truth, with the effect even more pronounced when regarding political news as opposed to reporting on natural disasters, finance or science. So how can we encourage individuals to seek accurate online content? Leading scholars are trying hard to deal with this question.
Processing new information requires a considerable mental effort, especially when that information conflicts with your existing worldview. It takes vulnerability(易伤性) and the willingness to admit you may be wrong. But with a great amount of conflicting information
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